School Psychology Praxis 5403 Exam
Examples of Universal Screeners 1. Curriculum-Based Measurements (must align w/ local norms, benchmarks,
and standards)
2. Fluency-based measures (DIBELS)
3. Cognitive Abilities Test
4. Signs of Suicide Program (SOS) (mental health screener)
curriculum-based assessment (CBA) -a term used to describe a broad assessment or process, which may include
CBM or structured observations
-an evaluation using material from classroom curriculum to assess student
understanding of academic concepts taught
curriculum based measurement (CBM) - the specific forms of criterion-referenced assessments in which curriculum
goals and objectives serve as the criteria for assessment items
-must be based on systematic procedures
-the key is the examination of student performance across time to evaluate
intervention effectiveness
- a system used to identify students at risk
-provides normative and statistically sound info for students, classes, staff, and
parents
-*should be done triannually to screen for academic deficits
functional behavioral assessment - a comprehensive and individualized assessment that identifies the function of
a student's problem behavior/s when developing a plan to decrease unwanted
behavior and increase desired behavior
steps:
1. define the problem behavior operationally
2. gather data, review records and observational data
3. use the data to determine the ABCs of behavior management )antecedents,
behaviors, consequences)
4. develop a hypothesis of the goal or function of the behavior
5. formulate an intervention plan that acknowledges the function of the
behavior and allows the student to achieve the function in an appropriate
manner
6. implement the intervention with fidelity
7. evaluate the effectiveness of the intervention plan (did the behavior change)
Benefits and Liabilities of Screeners Benefits: cost-effective, time-efficient, and easy to administer
Liabilities: chance of misclassifying some students, ensure resources to address
concerns are available before screening
*Best to use least dangerous assumption: provide additional support to a
student who may not need it vs. denying additional support to a student in
need
Social Determinants of Mental Health (SDMH) Circumstances in which people live and work that shape students' mental
health status and provide access to learning and mental health services.
May include: race/ ethnicity, immigrant status, gender identity, SES, educational
attainment, anxiety about living conditions, and social support
, School Psychology Praxis 5403 Exam
3 Essential Social Determinants (SDMH) 1. Freedom from discrimination and violence
2. social inclusion
3. access to economic resources
RTI Response to Intervention
Implemented when the data collected on a student indicates that the student is
struggling academically or behaviorally
Split into Tier 1 (Primary, Universal), Tier 2 (Strategic Targeted), and Tier 3
(Intensive Targeted)
RTI Steps 1. Collect baseline performance data on the student's specific area of concern
2. Form a plan that utilizes evidence-based interventions (plan should include
who, what length, what data, and what frequency)
3. Establish an aim line based on the goal for the student (typically based on
local norms, benchmarks, or classroom-comparison norms)
4. Employ a research-based intervention with fidelity
5. Administer and record systematic probes that measure the student's ongoing
progress toward the aim line
6. After several probes have been consistently recorded, the RTI team
reconvenes to analyze whether the student has met expected level of
performance after interventions were implemented
RTI- What to do if a student does not respond to the If the student does not grow after intervention implementation with integrity for
itnervention 3-6 weeks:
- the intervention should be adjusted
OR
- a new intervention should be formulated based on data being tracked and
analyzed
OR
- special education evaluation should be considered
Progress Monitoring (RTI) An assessment that is an essential component of the RTI process and Data
Based Decision making.
Allows for student progress to be evaluated on a regular basis and provides
useful info to both the student and teacher
Formative Assessments AKA Mastery Measurements (MMs)
Specific assessments used to determine a student's strengths and weaknesses,
or whether they have mastered a specific target skill being taught. Results are
used to guide and inform future instruction
Measure the student against themself
Can be low-stakes benchmarking tests given before a unit is begun or can be
given throughout the instructional unit while the learning is occurring
, School Psychology Praxis 5403 Exam
Summative Assessments AKA General Outcome Measurements (GOMs)
Data is collected to determine whether the student is making progress toward
curricular or behavioral goals
Looks at the student's overall progress (provides a review and summary of a
student's accomplishments to date)
Generally provided at the end of a grading period to provide a summary of
student achievement
Types of Individual Counseling 1. Cognitive-Behavioral Therapy (CBT)
2. Cognitive Therapy
3. Solution-Focused Counseling
4. Behavioral & behaviorism techniques
5. Humanistic Approach
6. Bibliotherapy
7. Reality Therapy
8. Dialectical Behavior Therapy
9. Social Learning Theory
10. Systems theory/ ecological theory
CBT Cognitive Behavioral Therapy: Based on the premise that thoughts influence
feelings and ultimately control behavior
One of most highly effective interventions, typically involves intervening with a
student's faulty beliefs (cognitions) (talk therapy) and role play appropriate
behaviors for given situations; emphasis on a person's faulty belief system
Cognitive Therapy Related to reality therapy and developed by William Glasser
Based on theories of human thinking
The child is seen as an active participant who interprets info that is received,
relates it to previously acquired facts. organizes it, and stores it for later use
Emphasis on getting the student to consider how their thinking is impacting
how they are feeling (and connection between behaviors and consequences)
Behavioral interventions are NOT the focus
Reality Therapy Centers on choices people make and how those choices are working for them
(developed by William Glasser)
Objective: have clients take charge of their own life by examining choices
Solution-Focused Counseling incorporates CBT principles
Very brief and focused on stated outcomes
Examples of Universal Screeners 1. Curriculum-Based Measurements (must align w/ local norms, benchmarks,
and standards)
2. Fluency-based measures (DIBELS)
3. Cognitive Abilities Test
4. Signs of Suicide Program (SOS) (mental health screener)
curriculum-based assessment (CBA) -a term used to describe a broad assessment or process, which may include
CBM or structured observations
-an evaluation using material from classroom curriculum to assess student
understanding of academic concepts taught
curriculum based measurement (CBM) - the specific forms of criterion-referenced assessments in which curriculum
goals and objectives serve as the criteria for assessment items
-must be based on systematic procedures
-the key is the examination of student performance across time to evaluate
intervention effectiveness
- a system used to identify students at risk
-provides normative and statistically sound info for students, classes, staff, and
parents
-*should be done triannually to screen for academic deficits
functional behavioral assessment - a comprehensive and individualized assessment that identifies the function of
a student's problem behavior/s when developing a plan to decrease unwanted
behavior and increase desired behavior
steps:
1. define the problem behavior operationally
2. gather data, review records and observational data
3. use the data to determine the ABCs of behavior management )antecedents,
behaviors, consequences)
4. develop a hypothesis of the goal or function of the behavior
5. formulate an intervention plan that acknowledges the function of the
behavior and allows the student to achieve the function in an appropriate
manner
6. implement the intervention with fidelity
7. evaluate the effectiveness of the intervention plan (did the behavior change)
Benefits and Liabilities of Screeners Benefits: cost-effective, time-efficient, and easy to administer
Liabilities: chance of misclassifying some students, ensure resources to address
concerns are available before screening
*Best to use least dangerous assumption: provide additional support to a
student who may not need it vs. denying additional support to a student in
need
Social Determinants of Mental Health (SDMH) Circumstances in which people live and work that shape students' mental
health status and provide access to learning and mental health services.
May include: race/ ethnicity, immigrant status, gender identity, SES, educational
attainment, anxiety about living conditions, and social support
, School Psychology Praxis 5403 Exam
3 Essential Social Determinants (SDMH) 1. Freedom from discrimination and violence
2. social inclusion
3. access to economic resources
RTI Response to Intervention
Implemented when the data collected on a student indicates that the student is
struggling academically or behaviorally
Split into Tier 1 (Primary, Universal), Tier 2 (Strategic Targeted), and Tier 3
(Intensive Targeted)
RTI Steps 1. Collect baseline performance data on the student's specific area of concern
2. Form a plan that utilizes evidence-based interventions (plan should include
who, what length, what data, and what frequency)
3. Establish an aim line based on the goal for the student (typically based on
local norms, benchmarks, or classroom-comparison norms)
4. Employ a research-based intervention with fidelity
5. Administer and record systematic probes that measure the student's ongoing
progress toward the aim line
6. After several probes have been consistently recorded, the RTI team
reconvenes to analyze whether the student has met expected level of
performance after interventions were implemented
RTI- What to do if a student does not respond to the If the student does not grow after intervention implementation with integrity for
itnervention 3-6 weeks:
- the intervention should be adjusted
OR
- a new intervention should be formulated based on data being tracked and
analyzed
OR
- special education evaluation should be considered
Progress Monitoring (RTI) An assessment that is an essential component of the RTI process and Data
Based Decision making.
Allows for student progress to be evaluated on a regular basis and provides
useful info to both the student and teacher
Formative Assessments AKA Mastery Measurements (MMs)
Specific assessments used to determine a student's strengths and weaknesses,
or whether they have mastered a specific target skill being taught. Results are
used to guide and inform future instruction
Measure the student against themself
Can be low-stakes benchmarking tests given before a unit is begun or can be
given throughout the instructional unit while the learning is occurring
, School Psychology Praxis 5403 Exam
Summative Assessments AKA General Outcome Measurements (GOMs)
Data is collected to determine whether the student is making progress toward
curricular or behavioral goals
Looks at the student's overall progress (provides a review and summary of a
student's accomplishments to date)
Generally provided at the end of a grading period to provide a summary of
student achievement
Types of Individual Counseling 1. Cognitive-Behavioral Therapy (CBT)
2. Cognitive Therapy
3. Solution-Focused Counseling
4. Behavioral & behaviorism techniques
5. Humanistic Approach
6. Bibliotherapy
7. Reality Therapy
8. Dialectical Behavior Therapy
9. Social Learning Theory
10. Systems theory/ ecological theory
CBT Cognitive Behavioral Therapy: Based on the premise that thoughts influence
feelings and ultimately control behavior
One of most highly effective interventions, typically involves intervening with a
student's faulty beliefs (cognitions) (talk therapy) and role play appropriate
behaviors for given situations; emphasis on a person's faulty belief system
Cognitive Therapy Related to reality therapy and developed by William Glasser
Based on theories of human thinking
The child is seen as an active participant who interprets info that is received,
relates it to previously acquired facts. organizes it, and stores it for later use
Emphasis on getting the student to consider how their thinking is impacting
how they are feeling (and connection between behaviors and consequences)
Behavioral interventions are NOT the focus
Reality Therapy Centers on choices people make and how those choices are working for them
(developed by William Glasser)
Objective: have clients take charge of their own life by examining choices
Solution-Focused Counseling incorporates CBT principles
Very brief and focused on stated outcomes
